Who Is A Contributor?: Unit 1

Swami Vivekananda
Contributor Personality Program
An Group Initiative
UNIT 1:
Who is a Contributor?
...Values + Effectiveness
JULY 2012 BATCH

for students and faculty of
Gujarat Technological University
by
University
i-become Services
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Developing a Contributor Personality
UNIT 1:
Who is a Contributor?
Who are Contributors? How are they fundamentally different
from Non-contributors in their overall approach to work, to
other human beings, to society as a whole? Discover what this
means for your career.
1.1 Exploring who is a Contributor pg. 2-3
1.2 The Contributor’s Checklist pg. 4-5
1.3 Workplace application 1 pg. 6-7
1.6 Project work pg. 12
What you can do next pg. 13
Swami Vivekananda speaks to you:

What is personality? pg. 14-17
UNIT 1: WHO IS A CONTRIBUTOR?
1.1 Exploring who is a Contributor

[CONCEPT EXPLORATION]
Study the following examples
1. The Contributor Teacher The Non-contributor Teacher
“blah
blah …”
“Payal, do you
feel confident to
do the sums?”
The Contributor Teacher is concerned about bringing The Non-contributor Teacher is unconcerned whether
out the best in each student. Such a teacher cares students are paying attention or have understood
about the future of every student, and whether they what is being taught. Such teachers run through the
have built confidence in the subject. syllabus, but are disengaged from their students.
Result – students find these classes boring.
2. The Contributor Government Official The Non-contributor Government Official
“Sir, my
file ...”
“ I am very busy right now.

“Don’t worry sir, when your Please check again in 2 weeks’
payments are released, I will .
time”
.
send it to you”
The Contributor Government Official ensures that The Non-contributor Government Official is indifferent
a common citizen is able to get his work done. She and does not bother to find a solution to the common
goes all out to find a solution for the person and does citizen’s problem. Such officials may do their duty
everything within her power to accomplish it. and follow rules, but they make a common citizen run
.
around from pillar to post. They don’t care whether
the work gets delayed and people find the interaction
painful.
3. The Contributor Sweeper The Non-contributor Sweeper
My duty time is over… I’m

Only if the area is kept clean off for the day! Let the
the people will be able to lead a other sweeper worry about
disease-free life … the remaining “kachra” .
The Contributor Sweeper cares enough to ensure The Non-contributor Sweeper sees her work in a
that the living environment is clean for people in the narrow way and does it only for her ‘Dal Roti’. She has
locality! She has a wider view of her work and doesn’t no pride or interest in her job and works like a ‘robot’
just see herself as “sweeping kachra” – she takes without any feeling. Thus she becomes careless and
pride in her work of creating a clean and hygienic “chalta hai” in her work.
environment for the people who live there.
continued ...
© JULY 2012 EDITION; ILLUMINE KNOWLEDGE RESOURCES PVT LTD; ALL RIGHTS RESERVED. DEVELOPED BY ILLUMINE FOR THE I-BECOME INITIATIVE
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SWAMI VIVEKANANDA CONTRIBUTOR PERSONALITY PROGRAM FOR GTU – JULY 2012 BATCH
... continued
4. The Contributor Team Member The Non-contributor Team Member
The Contributor Team Member always puts the The Non-contributor Team Member pursues personal
team’s success before personal success. Such team goals even if it is at the cost of team goals. Such
members are committed to the larger purpose and people may be talented as individual stars, but are
don’t let personal egos come in the way. unable to contribute in a team environment.
Group Worksheet 1.1:

Similarly, (in the same way as shown in examples 1-4 above) imagine how the
following contributors and non-contributors behave. Discuss to fill in.
5. The Contributor Senior The Non-contributor Senior
There are too many mistakes

in the presentation… Make sure
you correct them and send
it to me by tonight .
Let’s sit and see
how to improve the
presentation.
6. The Contributor Salesperson The Non-contributor Salesperson
[Imagine and fill in...] [Imagine and fill in...]
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1.2 The Contributor’s Checklist

[CONCEPT EXPLORATION]
Study the following
Contributors constantly strive to combine both

effectiveness + human values in any situation.
The Contributor’s Checklist
In every situation, the contributor…
Accomplishes the goals

EFFECTIVENESS
Does the work well with a spirit of excellence
Acts with integrity and in the best interests

of those involved
HUMAN VALUES
Demonstrates human concern
[For a media presentation exploring the Contributor’s Checklist, vist i-become Unit 1: Who is a
Contributor? Foundation Concept Exploration]
Share the story of a person you have met / heard of, who you believe is a contributor in
his / her own work.
PART A
Name of the person:
Profession / work:
Share 1-2 incidents from the person’s work life, where you believe he / she acted as a contributor:
continued ...
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... continued
PART B
For your story, answer the following –

How was the goal accomplished?
How did the person try to go about doing an excellent job?
How was integrity ensured? Were the best interests of all parties involved, considered? How?
How did he / she demonstrate human concern through his / her actions?
Were any of these 4 aspects missing? Why?
Explore more stories of contributors at work on the i-become
[Log into your account on http://gtu.ibecome.in/ and select Unit 1: Who is a Contributor? Foundation
Concept Applications]
A1: STEVE JOBS A2: NARAYANA MURTHY A3: JONAS SALK A4: KIRAN BEDI A5: DHARNIDHAR BORO
AND MORE ...
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1.3 Workplace application 1

[CONCEPT APPLICATION]
Shylesh and Vikas are two team leaders who have successfully completed a project
[SCENARIO]
Shylesh and Vikas are project leaders with the responsibility of completing two important assignments.
After the successful completion of the projects, the following is how they think…
SHYLESH’S TEAM VIKAS’ TEAM
I have done a
great job here! I must We have done a great
ensure I get noticed by
the management - it is a was important – without that we
chance for a promotion.
In the next presentation to the
management, I must mention
SHYLESH
contribution
was.
VIKAS
What about
all that we
did…?!!
TEAM
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When you are part of any team, to be able to perform well and be highly productive,
why is it important to focus on “we” not “I”? Discuss to answer.
Compare the 2 teams –
TEAM 1 TEAM 2
Team members are focused Team members are focused
only on “I” and don’t really on “we” not “I”
care about the team’s goals (Look at Vikas’ team as an
(Look at Shylesh’s team as an example)
example)
Which team’s members will be

more willing to volunteer for
responsibility in the team? Why?
How will this lead to higher team
performance?
What will be the motivation

levels in each team? How will
this affect their ability to deliver
results?
Which of the two teams will work

more harmoniously together?
Why will this make them more
productive?
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An urgent report is needed just when leaving office to go home
[SCENARIO]
Sunil and Nalin work for a telecom company. Their office timing is 9.30 to 5.30. Late one day, their
headquarters asks for an urgent report. Their team-mate Rupesh comes to tell them about it…
This report is needed urgently for a sudden strategy

meeting that has been called in the headquarters…
SUNIL NALIN
It is already 5.30! Why do Lets get down to it immediately! If

they come up with work so late we work together, we can accomplish
in the day? I am going home! this soon and send it off on time. The
meeting must be important if they
have called for it so suddenly.
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When taking up any task, why is it important to recognize its value and the larger
purpose it is serving? Discuss to answer.
Compare the 2 approaches to any task –
APPROACH 1 APPROACH 2
“I care only about my own “I realize the value and purpose
convenience (no thought of the of this work – thus I am
company’s goals and purpose / committed to the responsibility
value of the work)” of getting the work done”
(Look at Sunil’s approach as an (Look at Nalin’s approach as an
example) example)
How would the quality of my
work get affected? Why?
How would my capability

development get affected?
Why?
Which approach would make

me more valued by my team
members? Why?
How will it affect my career in

the long run? Why?
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While the boss is away
[SCENARIO]
SOHAN IN COLLEGE WHEN SOHAN STARTED WORKING

Sohan was bright but mischievous. When teachers Sohan continued in this way… when the boss
were looking, he would pretend to be attentive. was monitoring his work, he sat at his desk doing
When they were not around, he played the fool, work; but when the boss was away, he chilled out,
wasted time, and distracted others, making them distracted others, went out for tea and snacks…
laugh…
…this made him popular amongst his classmates. …his organization thought he was wasteful and
They thought he was “cool”. frivolous.
Sohan finds that he is lagging far behind his peers. His performance reviews were poor, and even
3 YEARS
his colleagues had begun avoiding him. Sohan doesn’t know what went wrong, after all he was
LATER just being “cool”…
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There was a mis-match between what Sohan assumed was “cool” and what was really
acceptable behavior in the workplace. Sohan did not realize that some behaviors may be
acceptable in student-life, but are out of place in work-life. When you enter work-life, you are
expected to “grow up” and act with a sense of responsibility towards your work.
What is the cost / damage of not “growing up” and acting with a sense of responsibility
at work? How does it damage your future career prospects? Discuss to answer.
Imagine – What if the following Tick one option and explain why you selected it
happens, then what will be the
cost / damage to your future Not much damage Short-term damage Long-term damage
career? done to my future is done, but I can to my future career
career set it right if I put in
some extra effort
Your boss and senior

management have the impression
that you need to be constantly
monitored, without which you
can’t be trusted to get any work
done properly
Your colleagues don’t take you

seriously. When they are fooling
around they include you in their
group. But when it comes to
serious matters no one values
your opinion.
Even after several years of

working, your capability remains
whatever you had trained for.
You have not learnt anything new
or developed any expertise in any
area of work.
Explore more stories of contributors at work on the i-become
[Log into your account on http://gtu.ibecome.in/ and select Unit 1: Who is a Contributor? Foundation
Concept Applications]
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1.6 Project Work

Field Work
Project 1:
Project Goal: To recognize “contributor qualities” in action, and understand why contributors are valued
so much in the workplace.
STEP 1: Talk to 2-3 working professionals you know. Ask them for stories of people working in their
office, who they feel are really valued by the people in the organization. (Identify at least 3 good stories).
STEP 2:
talking about these people “in action”.
STEP 3: Identify the key contributor qualities that are coming out of each of these stories.
STEP 4: Present each of these stories in the class. Also highlight what appealed most to you in these
stories and what you learnt from them.
Project 2:
Project Goal: To recognize “contributor qualities” in action, and understand why contributors are wanted
/ sought after by all who work with them.
STEP 1: Interview someone you know in some leadership position (such as a Head of Department in
your college, or Principal, or some business leader or person in a senior position who is known to you
or your parents).
STEP 2: You can use the following questions as a guideline for conducting your interview –
on your team? Can you give concrete examples that demonstrate these qualities?
on the team?
bring in?
STEP 3:
people”.
Project 3:
Project Goal: To recognize “contributor qualities” in action, and understand why contributors are wanted
/ sought after by all who work with them.
STEP 1:
STEP 2: Discuss –
STEP 3: Present the results of your discussion to explain “The qualities of a contributor team member
and the value they bring to their team”.
You could do any of the above projects and present in the class
OR ask your faculty for the IN-CLASS PROJECT based on the guideline from i-become
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What you can do next:
Attend the Contributor Classroom for Unit 1 (on Facebook )
be focused on clarifying concepts and doubts. The other will discuss workplace examples and
career guides.
https://www.facebook.com/groups/CPP.July2012/
– Click on “join group” button to join the Contributor Classroom

– Once the group moderator approves, you can attend these discussions
– Make sure you register early enough so that you don’t miss these sessions
https://www.facebook.com/ibecomeInitiative
Practice for Examinations on i-become
http://gtu.ibecome.in/
– Select Unit 1: Who is a Contributor? Exam Revision
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Swami Vivekananda speaks to you
 Life Snapshot 1
The young Narendranath Dutta

(later Swami Vivekananda)

         
        
        




     
      
Ancestral home of Swami
Vivekananda in North Kolkata
 Narendranath, was known for his keen

intellect and prodigious memory. He
 acquired a thorough grasp of various
subjects during his school and college
Life Snapshot 2 years, especially Western logic,
philosophy and history. He questioned
the validity of superstitious customs and
Meeting his Guru, Sri Ramakrishna
discrimination based on caste and refused
to accept anything without rational proof
and pragmatic test.
         

       
        

         
      
  
Dakshineshwar Temple, Kolkata
      
In his college years, Narendra went about
asking many religious leaders of the time         
whether they had a direct experience of
        
satisfied him. His quest brought him         
finally to Sri Ramakrishna. Thus began a
guru-disciple relationship which is quite
unique in the history of spiritual masters. 
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Life Snapshot 3
Wandering Years
        
       

In 1891, the Swami embarked on a 2-year
       long journey of exploration and discovery
       of India. During these years, a mission
grew in him. He said, “I have travelled all
over India. But alas, it was agony to me,
my brothers, to see with my own eyes the
        
terrible poverty and misery of the masses,
and I could not restrain my tears! It is now
my firm conviction that it is futile to preach
 religion amongst them without first trying to
 remove their poverty and their suffering...”
Life Snapshot 4

At the Parliament of Religions, Chicago


      

In 1893, Swami Vivekananda made his 
debut on the world stage when he opened
       
his first short speech at the Parliament.
His first five words – “Sisters and Brothers 
of America ...” – resulted in a standing
ovation of several minutes by nearly six
 

wandering monk with no credentials to
speak at the Parliament, the Swami was
lionized by the press as an “Orator by
divine right” at the end of his lectures.
15 OF 17
i-become
Life Snapshot 5
Travels in America & England
 


The Swami’s lectures took the West by

storm. Between 1893 to 1896, Swami

Vivekananda laid the foundations of
         Vedanta in America and England. England
contributed to him very valuable friends
 and disciples who were to play a very
 important role in his work in India.
Life Snapshot 6
Rousing Reception in India
          

        

     
       


            
The home-coming of the Swami was a great
event in the history of Modern India, for 
about 4 years the Indian public had been

made aware that the Swami was doing the       
great work of presenting and interpreting the
glories of the Eternal Religion and to carry her
banner throughout the Western nations.
i-become 16 OF 17
Life Snapshot 7

Lectures from Colombo to Almora

        




     
Swami Vivekananda once again crossed

        the land of India from the South to the North,
as he had done formerly as a wandering
monk. His lectures in Madras, about half
Life Snapshot 8 a dozen in number, form the core of his
message to India. He exhorted Indians not
to condemn their social past and take to a
Impact on India’s Leaders
life of imitation of the West. Nor should they
“I have gone through his works merely exhalt the past and refuse to move
very thoroughly, and after having forward. A society which combines Indian
gone through them, the love that spirituality with the Western technical
I had for my country became a advancement is the ideal held forth before
thousand-fold.” his countrymen.

“Swami Vivekananda harmonized
the East and the West, religion       
and science, past and present.
And that is why he is great.
Our countrymen have gained 
unprecedented self-respect, self-
reliance and self-assertion from his
teachings.”         
– Subhash Chandra Bose
       
“Where can you find a man like
him? Study what he wrote, and
         
learn from his teachings, for if you     
do, you will gain immense strength.
Take advantage of the fountain of
wisdom, of Spirit, and of fire that Excerpt from a talk “The Powers of the Mind” delivered at
flowed through Vivekananda!” Los Angeles, California, January 8, 1900
– Jawaharlal Nehru
17 OF 17
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along with the material available at gtu.ibecome.in
You will find videos, concept presentations, quizzes

to improve your understanding of the topic.
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Who Is A Contributor?: Unit 1

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Swami Vivekananda

Contributor Personality Program

JULY 2012 BATCH

1.1 Exploring who is a Contributor pg. 2-3

1.2 The Contributor’s Checklist pg. 4-5

1.3 Workplace application 1 pg. 6-7

1.4 Workplace application 2 pg. 8-9

1.5 Workplace application 3 pg. 10-11

1.6 Project work pg. 12

What you can do next pg. 13

Swami Vivekananda speaks to you:

1.1 Exploring who is a Contributor

Study the following examples

1. The Contributor Teacher The Non-contributor Teacher

2. The Contributor Government Official The Non-contributor Government Official

“ I am very busy right now.

3. The Contributor Sweeper The Non-contributor Sweeper

My duty time is over… I’m

4. The Contributor Team Member The Non-contributor Team Member

Group Worksheet 1.1:

5. The Contributor Senior The Non-contributor Senior

There are too many mistakes

6. The Contributor Salesperson The Non-contributor Salesperson

[Imagine and fill in...] [Imagine and fill in...]

1.2 The Contributor’s Checklist

Study the following

Contributors constantly strive to combine both

Accomplishes the goals

Acts with integrity and in the best interests

Group Worksheet 1.2:

Name of the person:

For your story, answer the following –

How did the person try to go about doing an excellent job?

Were any of these 4 aspects missing? Why?

Explore more stories of contributors at work on the i-become

AND MORE ...

1.3 Workplace application 1

SHYLESH’S TEAM VIKAS’ TEAM

Group Worksheet 1.3:

Compare the 2 teams –

Which team’s members will be

What will be the motivation

Which of the two teams will work

1.4 Workplace application 2

An urgent report is needed just when leaving office to go home

This report is needed urgently for a sudden strategy

It is already 5.30! Why do Lets get down to it immediately! If

Group Worksheet 1.4:

Compare the 2 approaches to any task –

How would my capability

Which approach would make

How will it affect my career in

1.5 Workplace application 3

While the boss is away

SOHAN IN COLLEGE WHEN SOHAN STARTED WORKING

Group Worksheet 1.5:

Your boss and senior

Your colleagues don’t take you

Even after several years of

Explore more stories of contributors at work on the i-become

1.6 Project Work

What you can do next:

Attend the Contributor Classroom for Unit 1 (on Facebook )